Make a Plan of Your Classroom

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1 Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final r l-family blends High-Frequency Words at, look, the Content Vocabulary Parts of a room Grammar/Word Study Exclamation points and periods How-To Big Idea We can draw floor plans by following stepby-step instructions. Small Group Reading Lesson Skills Bank Reproducible Activity B e n c h m a r k E d u c a t i o n C o m p a n y

2 Small Group Reading Lesson A Classroom Plan We predict Before Reading What is on a classroom plan? f loor windows bulletin board walls desks door board tables chairs After Reading Parts of the plan in the book: walls and door windows desks rug Visual Cues Look at the beginning letter or letters. (pl in plan; w in walls) Look for familiar chunks within the word. (an in can; room in classroom) Structure Cues Think about whether the sentence sounds right. Look for repeated language patterns. ( You can... ; Look at... ; Put the... ) Meaning Cues Think about what makes sense in the sentence. Look at the pictures to confirm the meaning of the word. Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer A Classroom Plan (left) or copy the organizer on chart paper, leaving the sections blank. Explain that people sometimes need to make a picture that shows where things are located in a room. This picture is called a plan. Ask students to look around the room and name the parts of the classroom they see. Then ask them to predict which of these parts they think would be drawn on a plan of a classroom. List students suggestions in the top section of the graphic organizer. Tell students they will return to the organizer after they read the book. Preview the Book Read the title and name of the author to students. Ask: What do you see in the photograph on the cover? What do you think the girl is holding? Show students the title page. Ask: What things do you see here? What can you use these things to do? How does this picture go with the picture on the cover? Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a photograph of a room. How is the room shown on the next page? How do you think this plan was made? What parts of a classroom are in some other pictures? Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what things are on the classroom plan in the book. Monitor students reading and provide support when necessary. Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. 2

3 During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: I noticed, [student s name], that when you came to a word you didn t know, you went back and reread the sentence. Did this help you figure out the word? [Student s name], I saw that you tried to sound out the word classroom. You looked at the first letters in the word, then you looked for familiar groups of letters. That was good reading. Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. What things are on the plan in the book? Let s write them in the After Reading section of our prediction chart. (door and walls, p. 9; windows, p. 11; desks, p. 13; rug, p. 15) (Locate facts) Look at our prediction chart. Which things on our list are also on the plan in the book? (Answers will vary.) (Compare and contrast) What are the main steps in making a plan of a room? (First, get some paper and markers. Then look at the room carefully and its parts. Finally, draw things in the room, pp ) (Summarize key information/identify sequence) Why are the steps numbered? (They need to be completed in order.) (Identify sequence) When you draw a plan of a room, why do you draw the building parts before you draw the furniture? (The building parts define the area within which the furnishings are organized.) (Draw conclusions) Teacher Tip Using the Skills Bank Based on your observations of students reading behaviors, you may wish to select activities from the Skills Bank (pp. 6 7) that will develop students reading strategies. Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. Questions that require students to go to a specific place in the book. Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. Questions that require students to combine background knowledge with information from the book. Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book. 3

4 Small Group Reading Lesson (continued) Teacher Tip Monitoring Comprehension Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the questions. Are students answers to creative questions logical and relevant to the topic? Do students completed graphic organizers reflect an ability to sequence information in a logical order? If students are having difficulty, provide more modeling and guided practice in a sequencing a series of steps. Build Comprehension Identify Sequence of events Model Create an overhead transparency of the graphic organizer Steps in Making a Classroom Plan or copy the sequence chart on the board. Discuss what is done first, second, third, and so on, in making a plan of a room. Model for students how to record this information. Use the following think-aloud. When I read a nonfiction book about how to make something, I can use a graphic organizer such as this to help me understand what to do first, second, and so on. On this organizer I can list the steps in the process of making a plan of a classroom. Numbered steps for making a classroom plan begin on page 6 of the book. Step 1 explains what materials I need. This makes sense, because once I start to draw my plan, I will have everything I need within reach. In the box beside 1, I will write markers and big paper. Now let s do the next step together. Practice and Apply Guide students as they look in the book to see that the next step is to look at parts of the room and diagram them. Help them locate these parts (walls and door, windows) in the text and in your classroom. Discuss why these fixed, permanent room parts are diagrammed first. Continue with the other steps. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for them to share their recorded Steps in Making a Classroom Plan Get markers big paper desks walls door windows rug 4

5 information. Interactive Writing Have students use the information from their graphic organizer to write sentences about the steps in making a plan of a room. Say: Let s look at our graphic organizer and remember the steps in making a plan of a classroom. This chart shows what to do first, second, and so on. Let s think of a sentence we could write that would describe the first step. (Possible sentences include First I get paper and markers. and To begin, I get what I need to draw. ) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, and then fill in the remaining letters for them. Continue until the sentence is completed. Write Independently Have students write their own sentence describing another step in the process. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/ sound correspondences by placing a light check mark above the students contributions. Provide explicit praise as you write the sentence conventionally for the students to see. Reread for Fluency Have students reread with a partner. After they read the text together, have partners alternate reading pages aloud. Connect to Home Have students read the take-home version of Make a Plan of Your Classroom to family members. Encourage students to share the information on their graphic organizers and to work with a family member to draw a plan of a room at home. I dah were the wndoz go. I draw where the windows go. Teacher Tip Modeling Fluency Read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, volume, expression, and rate. Have students listen to you read a portion of the text and then read it back to you. 5

6 Skills Bank Phonemic Awareness: Count the number of sounds in words Tell students they are going to play Count the Sounds. You will say a word and then pronounce each of its sounds. They are to listen carefully, count the sounds they hear in the word on their fingers, and hold up that many fingers. Say: can, /k/ /a/ /n/. Then have students repeat the sounds and the word with you. Continue, saying the following words and emphasizing their sounds: and, put, in, plan, desks, paper. Phonics: Initial, medial, and final r Beginning room rug Middle classroom markers End here your door markers Write the words here and room on the board. Have students turn to page 2 and read the sentence. Ask them where they hear the /r/ sound in here. Ask them where they hear the /r/ sound in room. Make a three-column chart with the headings Beginning, Middle, and End. Write room in the first column and here in the last column. Have pairs of students locate other words in the book with the /r/ sound (rug, your, paper, door, classroom, markers). After they say a word aloud, have them tell whether the /r/ sound is at the beginning, middle, or end of the word. Write the word in the appropriate column. (Markers can be written in both the Middle and End columns.) pl play plastic plane plant cl clay clue clap clean Phonics: l-family blends Have students find the word plan on page 3 of the book. Say the word plan and ask students what sound they hear at the beginning of the word. Explain that the p and the l blend to make the sound / pl/. Introduce the sound /kl/ using the word classroom on page 4. Make a two-column chart on the board with the headings pl and cl. Have students say each blend aloud with you. Then ask them to brainstorm a list of words they know that begin with /pl/ and / kl/. (Examples include play, plastic, plane, plant, plate, please, plenty; clay, clue, clap, clean, claw, clear, clock, clip, cloth, cloud.) Record students l-family blends under the correct heading. 6

7 High-Frequency Word Vocabulary Write the words look, at, and the on the board. Begin with the word look. Have students chant the spelling as they clap the letters. Then have them close their eyes. Erase the word and write its letters in scrambled order (olok). Have students open their eyes and spell the word correctly. Repeat the procedure for each word. Content Vocabulary: Parts of a room Ask students to think of the parts of a room. Have them review the words they listed on the prediction chart. They might also look in the book and around the room for possible words. List the words students suggest on the board. (walls, door, windows, board, desks, floor) Ask students to copy each word on an index card and tape their cards to the parts of the classroom the words describe. Grammar/Word Study: Exclamation points and periods Explain that most sentences end with a period. Draw an oversize period on the board, and have students identify a period in a sentence in the book. Then have them turn to page 16 and describe the mark at the end of this sentence. Draw an oversize exclamation point on the board. Explain that this is called an exclamation point and it goes at the end of a sentence that shows strong feelings, such as excitement or joy. Demonstrate how an exclamation should be read as compared to how a sentence is read. Invite students to read the sentence on page 16 with the expression they think it should have. look at the olok ta eth.!. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN:

8 Name Date Steps in Making a Classroom Plan Get

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